Learning Innovations Golden Apple Grant Recipients
Fall 2003-1 through Summer B 2003-4
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| TITLE: |
Virtual
Ultrasound Practices |
GRANT RECIPIENTS :
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Carmen R.
Bisono, Diagnostic Medical Sonography, Medical
cbisono@mdc.edu
Diann S. Gregory, Nursing, Medical
dgregory@mdc.edu
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ABSTRACT:
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In this project we will develop
seven ultrasound centers in which students will be assigned to
perform and assess various ultrasound examinations. They will
then complete written reports on the pathologies they
encountered, and submit these to a virtual radiologist for
review and feedback. This will be based on the program used to
develop the virtual midwifery practices. |
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TITLE: |
Creating a New Learning Community between Philosophy
and English, Using PHI 2010, Introduction to
Philosophy, and ENC 1101, English Composition I |
GRANT RECIPIENTS :
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Sarah Dundorf, Arts and Philosophy, North
sdundorf@mdc.edu
Jenniffer Niles, English, North
jniles@mdc.edu
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ABSTRACT:
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This proposal describes the creation and implementation of
a learning community between the philosophy course, PHI 2010,
Introduction to Philosophy, and the English course, ENC 1101,
English Composition I. The joint curriculum of this learning
community will link overlapping topics within each discipline
by presenting the topics as complementary and correlative. In
addition, the coordinated curriculum will provide the students
with joint assignments that address and explore the links
between thought, language, and methods of description. Linked
skills shared by the disciplines will also be coordinated and
reinforced within this paired learning community, presenting a
new model application for other learning communities. The
disciplines of Philosophy and English in this learning
community will be used not only to reinforce and enhance each
other through linkage in their complementary use and
conceptual content, but also through their beneficial use as
mutual diagnostic tools for monitoring and fostering student
progress in each of the two disciplines' skills. This
innovative diagnostic feature presents a promising model for
other instructors to replicate in forming and enhancing other
learning communities, both within Philosophy and English, and
within other disciplines. |
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| TITLE: |
LIT 2480 Giving Voice to Women |
GRANT RECIPIENTS :
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Ana Hernandez, English and Communications, Wolfson
ahernand@mdc.edu
Emily Sendin, Communication, Arts & Philosophy (CAP),
InterAmerican
esendin@mdc
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| ABSTRACT: |
This project will create a forum for M-DCC students and
six visiting, contemporary, published, women authors to
explore, through literature, contemporary socio-cultural
issues. The resulting dialogue between students and published
writers will provide students with different successful
approaches of documenting today’s cultural environment and its
effect on women. Exposure to authors’ genuinely innovative
works will inspire and prompt an improvement in students’
reading, writing, and communication skills as well as a
critical understanding of the writing profession.
Students who are exposed to and interact with writers who are
actively chronicling these times through both fiction and
non-fiction literature, will be inspired to think critically
as well as develop analytical skills that can be applied to
other areas. By seeing, hearing and identifying with others
who share similar backgrounds and who have succeeded, students
will be more likely to preserver and continue their college
studies. As a result class attrition will be low and the class
room environment will be stimulating. Care will be given to
select writers of diverse ethnic and racial backgrounds, as
well as those who employ a variety of writing styles.
Colleen Ahern-Hettich of The Florida Center for Literary Arts
has agreed to help identify and approach writers, create all
contracts and the FCLA will fund authors’ honorariums as well
as travel and expenses. Care will be given to select writers
of diverse ethnic and racial backgrounds, as well as those who
employ a variety of writing styles. |
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| TITLE: |
Peer-Led Team Learning ( PLTL) Curriculum Development
for General Chemistry (CHM 1046) |
GRANT RECIPIENTS :
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Eileen Delgado Johann, Chemistry, Kendall
ejohann@mdc.edu
Larry Bray, Chemistry, Kendall
lbray@mdc
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ABSTRACT:
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We plan to edit/develop 12 units using the General College
Chemistry, CHM 1046, curriculum to implement during peer-led
team learning, PLTL, workshops. The PLTL model uses workshops
conducted by students (peer leaders) who had previously
excelled in the course (CHM 1046) and have strong “people
skills”. These peer leaders become guides and mentors to
workshop groups of 6-8 students who are currently taking CHM
1046. These “workshops” effectively complement regular
classroom instruction and provide an active learning
environment. Chemistry workshops have been evaluated in over
20 higher education institutions as part of a National Science
Foundation (NSF) – sponsored systemic reform initiative, and
has been shown to increase student achievement and reduce
course attrition. We have implemented PLTL in the first
semester general chemistry course (CHM 1045) and want to
expand this approach to the second semester course.
The peer-led team learning model actively engages students in
the learning process by having them solve carefully structured
problems in small groups under the direction of a peer leader.
This activity will develop this carefully selected problems.
Peer-led workshops are an effective way to engage large
numbers of student with course material and each other.
Improved performance and retention, development of
communication and team skills, higher motivation and course
satisfaction, and increased interest in pursuing further study
in science are among the benefits of the PLTL approach. |
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| TITLE: |
A Student Life Skills and Reading Learning Community
for Freshmen Retention |
GRANT RECIPIENTS :
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Jocelyne Legrand, Social Sciences, Wolfson
jlegrand@mdc.edu
Barbara Sussman, College Prep, Wolfson
bsussman@mdc.edu
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| ABSTRACT: |
This interdisciplinary project consists of two learning
communities, one in Fall 2003/1 and the other in Spring
2003/2. A cohort of 25 students will concurrently enroll in
SLS 1535 and REA 0002 each term. Students will receive
well-structured academic advisement and technology support. It
is anticipated that participants in this project will
experience a higher retention rate as compared to students who
took the same reading course in the previous academic year.
This project offers an integrative approach to learning, which
allows students to make connections between two different
disciplines, with applications. Also, skills from the academic
area as well as skills from the affective domain are both
taught simultaneously in the learning environment. |
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| TITLE: |
Home World: An interactive multimedia and web program
that explores environmental issues and uses this theme to
motivate students to write well. |
GRANT RECIPIENTS :
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Louis Molina, English,
Kendall
lmolina@mdc.edu
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| ABSTRACT: |
I have been teaching Enc1101 and 1102 with an
environmental theme for the last five years. It has been a
very successful enterprise. Student retention and performance
is high. I have been using various multimedia and web tools,
but I have always felt that if I created a multimedia program
that follows what I am doing in class, not only could the
students benefit from such a product, but other faculty could
use it as well.
The purpose of this proposal is to create an interactive
program that will analyze 5 major environmental areas of
concern: ozone depletion, global warming, deforestation,
pollution, and endangered species and explore solutions to
each. The environment is a high interest topic for everyone
and especially students. Combining the environment theme with
multimedia and web technology will provide students in ENC
1101, ENC 1102, or any other course that requires writing with
the tools to develop well organized well developed and well
researched papers by immersing students into a highly
interactive multimedia resource that will not only contain
ample information on environmental themes, but also lead
students to other electronic resources. Home World is an
electronic information resource, an interactive environmental
library, as well as a educational game. These characteristics
make this program an innovative tool that will create the
spark that will produce more comprehensive and better
researched papers. The program’s game section will force
students to evaluate information, make decisions, and create
realistic solutions. |
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| TITLE: |
Virtual Veterinary Practices |
GRANT RECIPIENTS :
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Karen Moss, Veterinary
Technology Program, Medical
kMoss@mdc.edu
Dr. Alana Velazquez, Veterinary Technology Program, Medical
avelazquez@mdc.edu
Diann S. Gregory, Nursing, Medical
dgregory@mdc.edu
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| ABSTRACT: |
In this project we will develop 8 veterinary hospitals in
which students will be assigned to perform and assess
patients. They will then chart regarding the pathologies they
encountered and care they would provide. This will be based on
the program used to develop the virtual midwifery practices. |
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| TITLE: |
Fourier Transform Infrared Spectroscopy, FTIR, in the
Organic Chemistry Laboratory |
GRANT RECIPIENTS :
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Servando Muñoz, Chemistry,
Kendall
smunoz@mdc
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| ABSTRACT: |
Infrared spectroscopy is a fundamental tool that students
use in the second semester of organic chemistry lab, CHM
2211L, to analyze and determine the correct chemical structure
of an unknown compound. In this proposal, a method is outlined
that will allow students to use a modern, computer controlled,
Fourier-transform infrared spectrophotometer to record their
own IR spectra. Thus, students will learn not only the theory
but also the practice of IR spectroscopy.
The proposed methodology supersedes and improves upon the
current practice to provide students with a pre-recorded copy
of the infrared spectrum. Furthermore, instructors will be
able to quantitatively assess the initial purity of the
student samples. A highly purified sample is essential to
successfully determine the correct chemical structure which
represents a large component of the final laboratory grade. |
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| TITLE: |
Connections: Healing Spirit, Land, and Community
through Literacy and Restoration |
GRANT RECIPIENTS :
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Carlos Gonzalez, Communication, Arts & Philosophy (CAP),
InterAmerican
cgonzal3@mdc.edu
Max Couper, English for Academic Purposes (EAP), InterAmerican
jcouper@mdc.edu
Penny Roache, English for Academic Purposes (EAP),
InterAmerican
proache@mdc.edu
Emily Sendin, Communication, Arts & Philosophy (CAP),
InterAmerican
esendin@mdc.edu |
| ABSTRACT: |
This project is the convergence of two departments, EAP
and CAP. Three different classes from each department will
work together to provide service learning opportunities with
an environmental focus. The primary intent is to improve
students’ reading, writing and communication skills while
increasing local ecological knowledge and environmental
awareness.
This project is an appropriate request for this RFP in that
its intentions are to improve student learning and increase
retention. Also, it is the union of two departments
incorporating unique service learning activities, which we
hope will influence and serve as a model to be replicated by
other faculty and departments. |
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| TITLE: |
HUM 1020/ENC 1102 Learning Community: Learning to Think
and Write through Art |
GRANT RECIPIENTS :
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Ninon L. Rodríguez, Arts and
Philosophy, Wolfson
nrodrigu@mdc.edu
Judith Tarver, English, Wolfson
jtarver@mdc.edu
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| ABSTRACT: |
This project has as its goal to create a learning
community linking HUM 1020 and ENC 1102. Last semester,
students who were dually enrolled by chance in Ninon
Rodriguez’s HUM 1020, 9:00 am class, and in Judy Tarver’s ENC
1101, 10:00 am class, were able to benefit greatly from the
experience because these instructors focused on accentuating
the writing and thinking skills needed in both courses. The
end result was that when students realized that, whether in
HUM 1020 or ENC 1101, they were not learning in a vacuum and
that skills learned in one class were applicable to another,
their academic work improved.
The purpose of this project is to generate motivating and
challenging activities and exercises that will improve student
retention, performance, and transferability to institutions of
higher learning by strengthening students’ ability to analyze,
to conceptualize, and to write. By linking together sections
of HUM 1020 and ENC 1102 as integrated courses in a learning
community taught by Ninón Rodríguez and Judith Tarver,
respectively, students will discover that a work of art, like
an essay, is governed by innate principles that shape both its
meaning and form. We prefer that the English composition
course be 1102 since its focus is more analytical and
comprehensive. Furthermore, we will work alongside a website
designer and technician to develop, revise and refine a new
component to the already existing HUM 1020 Wolfson website.
This new independent component will be tailored to the needs
of students in our learning community, focusing on required
learning activities and showcasing their work. |
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| TITLE: |
Improving success outcomes in Human Anatomy and
Physiology Laboratories (BSC 2085L and BSC 2086L) |
GRANT RECIPIENTS :
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Dr. Robert Pope, Biology/Health and Wellness, Kendall
rpope@mdc.edu
Nidia S Romer, Biology/Health and Wellness, Kendall
nromer@mdc.edu |
| ABSTRACT: |
A- Lab exercises from both BSC 2085L and BSC 2086L will be
filmed in a digital format that can be used to master four
CD-ROMs, two for BSC 2085L and 2 for BSC 2086L. The topics
covered will include, but not be limited to: Use of the
microscope, skin, skeletal, muscular, and nervous systems for
BSC 2085, and cardiovascular, respiratory, digestive, urinary,
and reproductive systems for BSC 2086L. By increasing the time
that lab materials are available to students for study and
review, we expect to increase student success.
B- The project’s aim is to improve the performance and
retention of students enrolled in Human Anatomy and Physiology
lab classes. The CD-ROM units will allow students to preview,
review, and study topics covered in their lab classes. This
should be of special benefit for those students whose work and
family commitments prevent them from attending open labs, and
for students who miss lab sessions due to illness and/or other
emergencies. Since these modules will feature the same terms,
charts, models and dissections that are done in regular lab
classes, their use should reinforce student learning. The
project is innovative in that the CDs are based on the actual
exercises that comprise BSC 2085L and BSC 2086L, and will be
available both online and as individual copies which can be
used by students at their convenience in their own computer or
in any of the college computer labs. |
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| TITLE: |
WebQuests for Writing – Wrangling the Wealth of the Web |
GRANT RECIPIENTS :
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Paula Sanchez, ESL / Foreign
Languages, Kendall
psanchez@mdc.edu
Helen Roland, ESL / Foreign Languages, Kendall
hroland@mdc.edu
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| ABSTRACT: |
Phase I
The purpose of this project is to create WebQuests that will
boost our students’ writing skills. A WebQuest is an
inquiry-oriented activity in which some or all of the
information that learners interact with comes from resources
on the Internet. The five WebQuests that we are proposing will
provide a structured framework which will support learners’
thinking at the level of analysis, synthesis and evaluation.
Each WebQuest will guide students through the process of
composition culminating in the writing of a particular type of
essay.
Writing is one of the most challenging and critical skills
necessary for college success. WebQuests are the perfect
medium for developing such skills because not only do they
provide a structured environment for research, but also
immediate access to lessons designed to assist them with their
writing project. WebQuests will improve student performance by
encouraging critical thinking skills. They will be especially
valuable because they are designed to make maximum use of
study time – a key concern for our students. Improving writing
skills will ultimately lead to greater success in the
classroom which will, in turn, result in greater retention.
Their ability to write clearly and proficiently will also be
of great value in the workplace. As an added bonus, their
experience working on the web will promote computer
competency. Students must pass the CCT in their first year of
classes, and many jobs also require proof of computer
literacy.
Phase II
During Phase II of WebQuests for Writing, we will pilot and
revise the five WebQuests. Upon completion, we will publish
the WebQuests for general use in the college. |
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Please Click here for Project Summary and Final Report
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